IMPROVING CLASS X NARRATIVE TEXT BY USING BRAINST TECHNIQUE AT SMAN 1 KENCONG JEMBER TECHNIQUE AT SMAN 1 KENCONG JEMBER Composed to fulfill one of the requirements to obtain S1 Degree at the English Education Program, Language and Arts Education The Faculty of Teacher Training and Education ENGLISH EDUCATION PROGRAM LANGUAGE AND ARTS EDUCATION DEPARTMENT THE FACULTY OF 4 STUDENTS’ ABILITY IN WRITINIMPROVING CLASS X NARRATIVE TEXT BY USING BRAINST TECHNIQUE AT SMAN 1 KENCONG JEMBER TECHNIQUE AT SMAN 1 KENCONG JEMBER Composed to fulfill one of the requirements to obtain S1 Degree at the English Education Program, Language and Arts Education The Faculty of Teacher Training and Education ENGLISH EDUCATION PROGRAM LANGUAGE AND ARTS EDUCATION DEPARTMENT THE FACULTY OF 4 STUDENTS’ ABILITY IN WRITING MING

Abstract

he classroom action research with cycle model was applied in this research because this research was intended to improve class X-4 students’ writing ability. This research was done collaboratively with the English teacher of class X-4 of SMAN 1 Kencong Jember. It was conducted in class X-4 of SMAN 1 Kencong Jember that consisted of 36 students. The observation and the writing test were the methods that were used in collecting the data. The data was analyzed quantitatively. The action was implemented in two cycles in order to achieve the goal of this classroom action research. The first cycle was done in three meetings. The results of the classroom observation showed that 57.57% in meeting 1 and 71.42% in meeting 2 of the students were actively involved in the teaching learning process. It showed that there was an improvement of the students’ participation from meeting 1 to meeting 2, but it did not achieve the objective of the research that was 75%. Besides, the result of the writing in the first cycle also did not achieve the target of the research that was 70% of the students got 70 or more in he writing test. The percentage of the students who got score ≥ 70 was only 50% of 34 students. For those reasons, the second cycle was necessary to be conducted to solve the problems found in the first cycle. The process and product evaluation in the second cycle showed an improvement. The observation of the students’ participation revealed that 83.33% in meeting 1 and 86.11% in meeting 2 of the students actively involved in the teaching learning process. So, the results of the observation both in meeting 1 and meeting 2 had achieved the goal of this research. In the product evaluation, the percentage of the students who got score ≥ 70 in the writing test was 73.52% of the students. Based on those results, it could be concluded that the action in the second cycle was successful because that results of process and product evaluation achieved the objective of the research. Finally, it could be summarized that the use of brainstorming technique could improve the students’ ability in writing narrative text and the students’ participation in teaching learning process at SMAN 1 Kencong Jember.